CLASSROOM ENVIRONMENT IN AUSTRALIAN CATHOLIC SCHOOLS:

This paper reports learning environment research conducted in Australian Catholic high schools. A two-stage methodology involving quantitative and qualitative data-collection methods was employed. In the first stage, a sample of 1,719 students and 160 teachers responded to a specially developed classroom-environment questionnaire. Results indicated that Catholic girls ' schools had more positive classroom environments than Catholic coeducational and boys ' schools. The environments of religion and science classes were remarkably similar. Stage 2 of the study used interview techniques in 2 schools to establish 3 assertions; interviews of 2 administrators, 3 teachers, 2 parents, and 12 students from each of 2 schools were conducted. Three findings stand out: First, commitment to a set of values is important to generating positive learning environments. Second, formal pastoral care does not guarantee positive learning environments. Third, religion teachers utilize strategies found successful in othe